The Middle Years Programme asks students to manage eight subject groups, a long-term Personal Project, and criterion-based assessment all at once. Our MYP class tutoring is built around those demands. We match each student with a subject tutor who knows the MYP framework, then align sessions with the school calendar so that support arrives when summatives, project deadlines, and eAssessment
An MYP class at IB Tutoring Academy covers the full scope of the programme: subject-specific tutoring across the eight subject groups, structured guidance for the Personal Project, and targeted preparation for eAssessment where the school participates. Tutors work with the same criteria that teachers use — Criteria A through D — so that every session reinforces the language and expectations students see in class. This alignment means that feedback from school summatives can be turned into a concrete action plan for the next tutoring session.
Because the MYP is organised around global contexts and conceptual understanding, tutors help students connect discrete topics to the bigger ideas that drive each unit. Sessions might focus on unpacking a command term, practising a specific criterion strand, or building the research and reflection habits that underpin the Personal Project. The goal is not to replace classroom teaching but to give students a second, focused space where they can ask questions, rehearse skills, and receive feedback calibrated to the MYP rubric.
Support is available for students in any year of the programme. In the earlier years the emphasis is often on learning how to read a task sheet, organise a notebook, and develop the self-management routines that make later years manageable. In MYP4 and MYP5 the focus shifts toward cumulative revision, eAssessment familiarisation, and the transition decisions that shape the Diploma or Career-related Programme. Across all years the tutoring relationship is built on consistency: the same tutor, the same criteria, and a plan that moves in step with the school calendar.
Helping students choose a personally meaningful, feasible goal and global context.
Mapping out a project plan with milestones, identifying sources, and setting up a process journal.
Ongoing guidance to capture decision-making and document ATL skills as the product takes shape.
Checking that the product genuinely addresses the goal and that the journal reflects the process.
Support with structure, academic honesty, and the reflective commentary for Criterion C.
Modelling honest evaluation of the product against success criteria and connection to future learning.
The MYP identifies five ATL skill categories: Research, Communication, Self-management, Thinking, and Social. Tutors name the skills involved in each task — formulating a question, selecting sources, recording data — so students build a vocabulary for their own learning process.
Tutors model practical tools: breaking a project into weekly milestones, using a calendar for summative dates, setting up a filing system for drafts and feedback. These habits are rehearsed in sessions so they become automatic when stakes rise.
Oral explanations of concepts, structured written responses, and reflective writing for the Personal Project report are practised in the low-stakes environment of a tutoring session.
Critical, creative, and transfer thinking are woven into subject work — comparing historical sources, designing alternative products, applying mathematical models to new contexts.
Collaborative planning, peer feedback simulations, and the ability to seek help appropriately help students see ATL as a coherent toolkit rather than a checklist.
Tutors help students understand what each DP or CP subject entails — the assessment model, the internal assessment component, the extended essay or reflective project — so choices are informed by realistic expectations.
Side-by-side comparisons such as Mathematics Analysis and Approaches versus Applications and Interpretation, or a walk-through of the History internal assessment structure.
For the Career-related Programme, tutors outline how the career-related study, the reflective project, and the DP courses fit together.
Tutoring builds the habits that DP and CP demand: sustained independent research, formal academic writing, and managing concurrent long-term deadlines.
The Personal Project is the first major rehearsal; the extended essay or reflective project is the next. Tutors show the continuity from MYP criterion strands to DP assessment objectives.
Every MYP student begins with a consultation. Families share the student's year, subjects, current achievement levels, and any specific concerns — Personal Project timing, eAssessment participation, or a particular criterion that feels stuck. This information lets us match the student with a tutor who teaches the relevant subject groups and knows the MYP framework at that year level. The match is based on subject expertise, familiarity with the school's assessment calendar, and a teaching style that suits the student's learning preferences.
After the match, the tutor conducts a short diagnostic session. They review recent summatives, read the teacher feedback, and discuss the student's own sense of where the gaps are. Together they agree on a short-term focus — for example, improving Criterion B in Sciences or structuring the Personal Project report — and a session rhythm that fits the family's schedule. The plan is revisited each term, adjusted for upcoming deadlines, and shared with parents in a concise summary.
Continuity is a priority. Whenever possible the same tutor stays with the student across the year, building a relationship that makes feedback more precise and trust deeper. If a student's needs shift — perhaps they add a new subject or move into eAssessment preparation — we assess whether the current tutor can extend their support or whether a second specialist should join the team. The family is always consulted before any change.
We support students across all five years of the Middle Years Programme. In MYP1–3 the focus is often on building organisational habits, learning to read criteria, and developing foundational subject skills. In MYP4–5 the emphasis shifts to cumulative revision, Personal Project completion, eAssessment preparation, and the transition to the Diploma or Career-related Programme.
Tutors ask for the school's key dates — summative deadlines, Personal Project milestones, mock examination windows, and eAssessment schedules — and build termly plans around them. Sessions anticipate upcoming tasks rather than reacting after the fact, so that students enter each assessment period with a clear revision focus and a manageable workload.
Yes. The school-appointed supervisor provides the official oversight required by the IB. Our tutors complement that role by offering more frequent, subject-specific coaching on research methods, product development, process-journal discipline, and report structure. The tutor does not replace the supervisor but gives the student a consistent weekly space to move the project forward.
If your school uses only internal assessment, tutoring still follows the same criterion-based approach. We work with the school's own summative tasks and rubrics, helping students master the criteria that will appear on their report cards and that form the foundation for Diploma Programme assessment. The skills are identical; only the final examination format differs.
After the initial consultation we match the student with a tutor who teaches the relevant MYP subject groups and has experience with the criteria at that year level. If a student needs support across several subjects, we may recommend a primary tutor for the main focus area and a second specialist for a specific subject or for the Personal Project.
A termly summary covers the criteria addressed, the achievement-level trends observed in school summatives, the ATL skills practised, and the plan for the next term. It is written in plain language for parents and includes any adjustments to session frequency or focus that the tutor recommends based on upcoming deadlines.
Complete the short enquiry form and we will arrange a consultation call to discuss your child's year, subjects, and the support that fits their calendar.